Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

Minimum English language to IELTS 6.0 or equivalent. Satisfy progression or admissions requirement for entry to MEng Honours or MSc programme (or EU Bologna-compliant equivalent).

Aims

This course aims to develop a deep understanding of the principles of bioelectronics and their increasing importance to modern medical electronics. The course will cover two main domains :

(1)       Human bioelectronics:
This part of the course aims to cover the electrochemical operation of cells and how that leads to electrical activity. How the cells transmit information and how they can be stimulated through electrical, chemical optical (and potentially magnetic, ultrasonic) mechanisms.


(2)       Bioelectronic medical circuits and systems.
This part of the course aims to cover the key devices and circuits used in biomedical circuits and how they can be brought together into a functional medical system.

The course comprises of lectures which are augmented by lab practical’s and small group tutorials to reinforce student information. Throughout the course, in addition to the technical content, important issues such as ethics, risk analysis and diversity are discussed as well as their importance in medical device design and regulation.

Outline Of Syllabus

1.       Human bioelectronics:
Considers the key aspects of bioelectronics from a human and biological perspective. It includes Human bioelectronics and failure, electrochemistry of cellular bioelectronics, The action potential, inter-neuron transmission, optogenetics, and some basic neural coding. It will also provide some fundamentals of bio-signal sensing, electrical-neural stimulus, and optical communication with cells.


2.       Bioelectronic medical circuits and systems.
Considers the implementation of bioelectronics into circuits and systems. It includes and overview of what is bioelectronics, transistors to amplifiers, Core bioelectronic circuits, how to traverse the analog and digital domains, implantable communications, implant control methodologies, implant power management, and biocompatibility. It will also provide some examples of biomedical systems.

Intended Knowledge Outcomes

To overall aims of the course are to understand the bioelectronic architecture of the human body and how to develop bioelectronic interventions in the medical domain. The specific knowledge learning outcomes according to AHEP4 (Accreditation of Higher Education Programmes 4th Edition) are as follows:

M1: Science, mathematics and engineering principles: The student will develop a comprehensive knowledge of the engineering principles and mathematics of bioelectronics and be able to apply them to the solution of complex problems in biomedical engineering. The knowledge gained will be at the forefront of the field with a specific emphasis on implantable electronics This outcome is assessed by the final exam.

M2: Problem analysis: The student will be able to formulate and analyse complex problems in the bioelectronics field to reach substantiated conclusions. This will involve evaluating available data using engineering first principles, and using engineering judgment to work with information that may be uncertain or incomplete, discussing the limitations of the techniques employed. This outcome is assessed by the final exam.

M6: Integrated/systems approach: The student will be able to design solutions for complex biomedical problems that require a combination of societal, user, business and patient needs. The student will be made aware that modern medical devices require the application of health and safety, diversity, inclusion, cultural, societal, commercial matters considerations as well as regulatory oversight. The technical aspects of this will be assessed by the final exam.

M8: Ethics: The student will be made aware of the importance of ethics throughout the course and how it is central to the regulation of medical devices. This outcome is not formally assessed.

M9: Risk: The student will be made aware of the importance of risk assessment, and how it is the basis for medical device regulation. This outcome is not formally assessed.

M11 Equality, Diversity and Inclusion: The student will be made aware of how historic lack of diversity in the biomedical industry has led (and continues to lead) to engineering mistakes. Similarly having diverse test sets are increasingly important to AI enhanced medical devices. This outcome is not formally assessed.

M13: Materials, equipment, technologies and processes: The student will be made aware of the importance of different materials such as electrode dielectrics/metals during the course. They will learn to understand how to apply and choose appropriate materials for given device designs. This outcome is assessed by the final exam.

Intended Skill Outcomes

In addition to the course knowledge, this module specifically aims to develop students practical skills through lab work. The specific skills learning outcomes according to AHEP4 (Accreditation of Higher Education Programmes 4th Edition) are as follows:

M3: Analytical Tools and Techniques: The student will learn how to select and apply appropriate computational and analytical techniques to model biomedical circuits. Specifically this course will provide practical experience with circuit simulation tools such LTSpice. This outcome is assessed by continuous assessment in the lab practical’s.

M12: Practical and workshop skills: The student will learn how to utilise electronic equipment in the lab to acquire bio-signals from the human body. Similarly the student will learn how to create a biomedical printed circuit board to measure heart function. This outcome is assessed by continuous assessment in the lab practical’s.

M14: Quality management: The student will learn about the importance of quality management systems and how they are the basis for determining whether medical devices can comply with regulations. This outcome is not formally assessed.

M16: Teamwork: The student will perform labs both as individuals and as part of a team. They will need to work together to collect each other’s biosignals and be assessed accordingly. This outcome is assessed by continuous assessment in the lab practical’s.

Teaching Rationale And Relationship

Lectures:
This course will have 20x 2 hours in-class interactive lectures. This is the best form of presenting detailed concepts. Notes will be provided in the form of PowerPoint lecture slides. To support the lectures, there are 40x 15-minute short videos which review the key concepts.

Tutorials:
4x tutorials will be provided as before to cover each aspect of the course. These will be performed in small groups with students split up into small groups of 3 or 4 students so that they can work as a team. The tutorial questions will be provided in the exam format so that students can understand from an early point what the exam questions will look like. Students will be provided with exemplar answers post-tutorial.

Lab work:
Students will have 3x lab sessions during the course:
(i)       Circuit design lab:
The best way to develop instinct about circuits and circuit design is to carry out design work. This is best achieved on LTSpice simulation software, which is straightforward but powerful. 2 labs will be provided which will reinforce much of the material from the course.

(ii)       Biosignal measurement lab:
The best way to understand the challenges of biosignals measurement, measurement artefacts and noise is to try to acquire the signal. Students will be given equipment to measure Electroencephalogram (EEG) recordings of the frontal cortex (brain). The will work in groups to try to measure each others brain signals in both relaxed and agitated states.

(iii)       Pulse oximeter circuit lab: The best way to make biomedical circuits “real” is to fabricate one. Students will be given a circuit design and a bag of components. They will need to both understand and fabricate the circuit and use it to take measurements of their heart signal. They will then need to program a microcontroller to automatically count readings in a useful form.

The labs will be assessed according to progress made within an allotted time and the quality of that progress.

Assessment Rationale And Relationship

The cohort who study the Bioelectronics module are primarily from the MSc Biomedical Engineering. These have a very varied background – some have studied electronics, some chemistry and some biology. As such, it is important to ensure there are exercises that give this broad spectrum of students an intuitive understanding of the course material.

Specific assessment rational:

Exam:
Exams are an important method of determining student knowledge.

Lab exercises:
The practical labs are important to reinforce the understanding from the theoretical lectures. The three types of labs: signal acquisition, circuit board fabrication, and circuit design cover the key aspects of the course and provide a foundation for the student’s summer projects.

General Notes

N/A